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Conselhos, assembleias e gestão colegiada : democracia se aprende na escola?
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Esta investigação busca desenvolver uma reflexão crítica sobre as possibilidades
de aprendizagem da democracia nas escolas. Em particular, a partir de um estudo de caso,
este trabalho tem o objetivo de perceber com mais profundidade a efetividade das
atividades democráticas em curso numa escola privada associada ao Movimento da Escola
Moderna (MEM) português, a partir dos dados de um questionário online respondido pelos
professores responsáveis pela sua implementação. Para tanto, esta dissertação foi dividida
em duas partes organizadas da forma que segue: na primeira parte foi realizado
o enquadramento teórico da investigação; no primeiro capítulo foram debatidas teorias
de autores clássicos internacionais da pedagogia republicana do final do século XIX
e início do XX (conhecida como Educação Nova), bem como as suas repercussões
na pedagogia portuguesa; no segundo capítulo foram apresentadas as bases teóricas
do MEM, a partir de teses do seu principal expoente francês, até chegar ao modelo
pedagógico atual deste movimento em Portugal, o qual agrega reinterpretações das
propostas freinetianas a contribuições da Pedagogia Institucional, da Pedagogia Culturalista
e de teorias mais recentes de democratização escolar. Por seu turno, na segunda parte deste
trabalho foi apresentado um estudo empírico, sendo que no terceiro capítulo foram
desenvolvidas reflexões sobre documentos pedagógicos da escola d’A Voz do Operário
(Graça, Lisboa), complementadas por apontamentos da observação participante realizada
naquela instituição educativa. Na sequência, no quarto capítulo, foi desenvolvida uma
análise das opiniões dos professores da referida comunidade de aprendizagem, a qual
implementa o modelo pedagógico do MEM português, reitere-se, com vista a perceber
quais as suas visões acerca da efetividade das atividades democráticas propostas por este
modelo. Em última análise, conclui-se, com base na investigação realizada, que
há possibilidades da democracia ser aprendida na escola, desde que a partir do exercício
regular e cotidiano de atividades que a potenciem, nomeadamente aquelas propostas pelo
MEM.
This investigation seeks to develop a critical reflection on the possibilities of learning democracy in schools. In particular, based on a case study, this work aims to understand in more depth the effectiveness of the democratic activities underway in a private school associated with the Portuguese Modern School Movement (MEM), based on data from an online questionnaire answered by the teachers responsible for its implementation. To this end, this dissertation was divided into two parts organized as follows: in the first part, the theoretical framework of the investigation; in the first chapter, theories of international classic authors of late 19th century republican pedagogy and early 20th century (known as New Education) were discussed, as well as its repercussions in Portuguese pedagogy; in the second chapter, the theoretical bases of the MEM were presented, based on theses of its main French exponent, until arriving at the current pedagogical model of this movement in Portugal, which adds reinterpretations of Freinetian proposals to contributions from Institutional Pedagogy, Culturalist Pedagogy and more recent theories of school democratization. In turn, in the second part of this work an empirical study was developed, whereas the third chapter presented reflections on pedagogical documents from A Voz do Operário school (Graça, Lisbon), complemented by notes from participant observation carried out at that educational institution. Subsequently, in the fourth chapter, an analysis of the opinions of teachers from the aforementioned learning community was developed, as a means to understanding what their views are regarding the effectiveness of the proposed democratic activities by the referred model. Ultimately, it is concluded, based on the investigation carried out, that there are possibilities for democracy to be learned at school, as long as there is regular and daily exercise of activities that enhance it, namely those proposed by the MEM.
This investigation seeks to develop a critical reflection on the possibilities of learning democracy in schools. In particular, based on a case study, this work aims to understand in more depth the effectiveness of the democratic activities underway in a private school associated with the Portuguese Modern School Movement (MEM), based on data from an online questionnaire answered by the teachers responsible for its implementation. To this end, this dissertation was divided into two parts organized as follows: in the first part, the theoretical framework of the investigation; in the first chapter, theories of international classic authors of late 19th century republican pedagogy and early 20th century (known as New Education) were discussed, as well as its repercussions in Portuguese pedagogy; in the second chapter, the theoretical bases of the MEM were presented, based on theses of its main French exponent, until arriving at the current pedagogical model of this movement in Portugal, which adds reinterpretations of Freinetian proposals to contributions from Institutional Pedagogy, Culturalist Pedagogy and more recent theories of school democratization. In turn, in the second part of this work an empirical study was developed, whereas the third chapter presented reflections on pedagogical documents from A Voz do Operário school (Graça, Lisbon), complemented by notes from participant observation carried out at that educational institution. Subsequently, in the fourth chapter, an analysis of the opinions of teachers from the aforementioned learning community was developed, as a means to understanding what their views are regarding the effectiveness of the proposed democratic activities by the referred model. Ultimately, it is concluded, based on the investigation carried out, that there are possibilities for democracy to be learned at school, as long as there is regular and daily exercise of activities that enhance it, namely those proposed by the MEM.
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Escola Moderna Democratização da educação Educação nova Dissertações de mestrado - 2023